The technological pedagogical content knowledge (TPACK) framework is increasing in use by educational technology researchers around the world who are interested in issues related to technology integration. Much that is good can be found in the TPACK ...

Reviews the literature related to creating effective learning groups in face-to-face and virtual environments for distance education using research from cooperative learning, computer-mediated communication, organizational development, and group...

One method underutilized in training teachers to use technology is to use live modeling sessions. This study qualitatively investigates how the use of modeling sessions impacted students. In this study we found that modeling was perceived by most...

The Center for Teaching and Learning (CTL), formerly the Center for Instructional Design at Brigham Young University (BYU), partners with faculty to help improve teaching and learning. The CTL currently supports a broad range of faculty projects to...

The TPACK framework is being used increasingly as teachers and preservice teachers plan how to integrate technology into their lesson plans. Several researchers have been examining teacher reflections on the benefits of using technology from data...

Relatively little research on blended learning (BL) addresses institutional adoption, although such research would benefit institutions of higher education in strategically adopting and implementing BL. In a prior study, the authors proposed a...

The development, implementation, review, and subsequent revision of a capstone assignment during teacher education candidates' field experience and the assignments-related rubric was based on research that points teacher education programs to give...

In this paper we share our experiences with using asynchronous video communications to increase teacher immediacy and social presence during a technology integration course for pre-service teachers. We describe three cases where asynchronous video...

The objective of this study was to describe how caring is experienced in the technology-mediated context of the Open High School in Utah, an online charter high school. Two female teachers, two male students, and two female students were interviewed ...

This study explores the efforts at Brigham Young University to improve preservice candidates' technology integration using the Teacher Work Sample (TWS) as an assessment tool. Baseline data that was analyzed from 95 TWSs indicated that students were ...

The TPACK framework is becoming increasingly pervasive in teacher education. Researchers and practitioners have been seeking reliable and valid ways to measure the constructs associated with the TPACK framework. This paper describes the development...

This discussion of blended learning environments covers: (1) background; (2) why the term "blended" is used, and what can be blended; (3) goals of blended learning environments, including pedagogical richness, access to knowledge, social interaction,...

Reflection and professional development are two key practices that characterize an effective teacher and that are frequently overlooked in preservice training (Bowles, 2003; Halen-Faber, 1997; Patrick & Reinhartz, 1999). Reflection can be defined as ...

Little research has examined the critical components of successful K-12 online schools, due in part to the theoretical focus of current frameworks on higher education rather than characteristics of K-12 online learners and environments. Using K-12...

A belief commonly held in the K-12 education community is that parents can have a positive impact on their child's learning. However, little research has examined parental involvement in an online learning environment. In this study, researchers...

International Review of Research in Open and Distance LearningVol. 15, No. 3(July 2014)
pp. 232–256

This mixed method research examined instructors' use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples t-test was conducted and found ...

This study explored the nature of teacher-student interaction from the perspective of eight virtual school teachers in an asynchronous, self-paced, statewide, supplemental virtual high school. Teacher interviews revealed the majority of interactions ...

International Review of Research in Open and Distance LearningVol. 13, No. 2(Apr 02, 2012)
pp. 123–144

Virtual schooling is a recent phenomenon in K-12 online learning. As such, the roles of the online teachers are emerging and differ from those of the traditional classroom teacher. Using qualitative interviews of eight virtual high school teachers,...

The amount of resources being poured by Western universities, companies, and governments into creating educational content to be exported (via the Internet) to other cultures is astounding. Those assigned to accomplish this task are left with the...

This study explored the nature of teacher-student interaction from the perspective of eight virtual school teachers in an asynchronous, self-paced, statewide, supplemental virtual high school. Teacher interviews revealed the majority of interactions ...

Virtual schooling is a recent phenomenon in K-12 online learning. As such, the roles of the online teachers are emerging and differ from those of the traditional classroom teacher. Using qualitative interviews of eight virtual high school teachers,...

Online courses are increasingly using asynchronous video communication. However, little is known about how asynchronous video communication influences students' communication patterns. This study presents four narratives of students with varying...

Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of...

This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course...

International Review of Research in Open and Distance LearningVol. 16, No. 3(June 2015)
pp. 131–155

In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of...

This paper describes the Adolescent Community of Engagement (ACE) framework as a lens to guide research and design in adolescent online learning environments. Several online learning frameworks have emerged from higher education contexts, but these ...

Examines the development of a class at Brigham Young University (Utah) that blends distance and face-to-face students in a synchronous class. This case study focuses on how this blended learning environment was experienced by the distance and face...